Practical experience and guided group and individual re-elaboration through the deepening of two areas of intervention (to be chosen among minors, marginality, Hospital area)
1) Analysis of the service and of the reference context - Significant elements of the internship structure: mission, legislative context, division of labor. - Roles and functions.- Organizational tools: team meetings, staff meetings, registers, communication passage methods, training and supervision. - Management: entry, route, resignation. - Knowledge of the political, social and recreational realities present in the territory with which the internship structure interacts. - Reflections and contributions regarding the strategies and actions of the structure for collaboration with the territory. - Educator as support and guide of the user in the "system" in which he lives and as the one who manages the expectations and requests that the community has towards the user groups. 2) Observation: action research - Observation as a prerequisite of the evaluation necessary to design. - Knowing how to write the observation to make it accessible to others. 3) The educational relationship with users - Educational setting. - The relationship with the different types of users: problems and risks related to the relationship. - Ability to read the implicit meanings of interactions. - Educational tools in relationship management: - activities: planning an activity for different targets; - designing activities starting from needs / problems, interests and residual abilities; indicators of efficiency and effectiveness of the activity; - the group: experimentation for the realization of a group activity project; experimentation of running a group; - the interview: experimentation for the realization of a project on the individual with interviews to be organized; experimentation of conducting interviews. 4) The relationship with the operators and with the team - Observation and analysis of the team work of the internship structure. - Contribution of the educator to team work: skills limit resources. 5) Educational planning - Writing an individual project, of activity, of service. - Design for calls. - Networks as a resource for the educational project. - Building a design in the context of the internship. 6) The core competence of the Professional Educator - Defining yourself positively: specificity of the educational profession, spaces and skills. - The educator in the internship structure. - Social competences of the educator (promoting changes within the territory). - Deepening of self-observation: recognition of one's own style of behavior and thought patterns that can interact with the role; recognition of their own qualities / frailties that can become professional skills and / or risks for the performance of the role.